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Oh, What Dr. Seuss Can Induce: Using Intentionality toConnect Families with Classrooms through Science andChildren's LiteratureJeff A. Thomas a , Jill M. Raisor a & Vella Goebel aa University of Southern Indiana , Evansville , INPublished online: 12 Mar 2013.

To cite this article: Jeff A. Thomas , Jill M. Raisor & Vella Goebel (2013) Oh, What Dr. Seuss Can Induce: Using Intentionalityto Connect Families with Classrooms through Science and Children's Literature, Science Activities: Classroom Projects andCurriculum Ideas, 50:1, 31-40, DOI: 10.1080/00368121.2012.761172

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Science Activities, 50:31–40, 2013Copyright ©c Taylor & Francis Group, LLCISSN: 0036-8121 print / 1940-1302 onlineDOI: 10.1080/00368121.2012.761172

Oh, What Dr. Seuss Can Induce:Using Intentionality to Connect Families

with Classrooms through Scienceand Children’s Literature

Jeff A. Thomas, Jill M. Raisor,and Vella GoebelUniversity of Southern Indiana,Evansville, IN

ABSTRACT In the following article, Dr. Seuss’s children’s books are cre-atively integrated with science activities through the creation of take-homeactivity kits. The kits provide families an opportunity to read at home whileconnecting the enjoyable experience to science content and skill developmentthrough associated activities. The kits should be constructed using easy-readingbooks and aligned to developmentally appropriate academic science standards.Most importantly, they should be designed in a manner so that all familymembers are participants rather than expecting the adults to teach the expectedoutcomes. The activity kits can be completed as stand-alone experiences forinterested students, used by students who are ready for an additional challenge,or adapted for an entire classroom of students as part of a teacher’s normalcurriculum.

KEYWORDS Dr. Seuss, literacy, science

INTRODUCTION

For decades, Dr. Seuss books have entertained children and families. Indeed,the content has even become part of the U.S. lexicon. Expressions such asthe first half of “I meant what I said, and I said what I meant. An elephant’sfaithful, one hundred percent,” and “Sometimes the questions are complicatedand the answers are simple” have found their way into the vernacular as a wayto teach lessons about good behavior and thinking. To further support theinfluence of Dr. Seuss, schoolteachers around the country celebrate Dr. Seuss’sbirthday on March 2 as part of the National Education Association’s ReadAcross America program. Typical activities that day include having parents orcommunity members come into the classroom or community centers to readhis books, dress up in costumes, and complete various reading and writingactivities. Suggested Web sites that offer a variety of Dr. Seuss activities andlessons include:

Address correspondence to Jill M.Raisor, University of Southern Indiana,Department of Teacher Education,8600 University Blvd., Evansville, IN47712, USA. E-mail: jmraisor@usi.edu

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• http://www.seussville.com• http://www.atozteacherstuff.com/Themes/Dr

Seuss• http://www.scholastic.com/browse/search/?VT=

2&Nty=1&Ntx=mode+matchallpartial& N=fff&Ntk=SCHL30 SI&query=seuss&N=0&No=0&Ntt=seuss

This article highlights a method for teachers to in-crease family engagement and reading while integratingscience, mathematics, and literacy with an activity kitthat bridges the home–school connection through theuse of Dr. Seuss books. Children learn better whenparents read more to them and are active in the pro-motion and engagement of learning at home (Barton,Coley, and Educational Testing Services 2007; Bailey2006; Bailey et al. 2004; Federal Interagency Forumon Child and Family Statistics 2011; Froschauer 2012).Therefore, such an intentional, activity-based environ-ment has the ability to help all students. This hands-onapproach is especially helpful for children who showpromise in those fields and are members of underrep-resented groups (including girls) in mathematics andscience (VanTassel-Baska and Stambaugh 2006).

A connected home–school environment can helpgifted and talented (high ability) students, who pre-fer the additional challenges promoted by take-homeactivities that go beyond mere completion of oftenclassroom, “cookbook” activities. Also, gifted learnersusually do not need as much time on task with course-work as their grade-level peers to master concepts; theyneed different kinds of activities to enrich and extendtheir learning (VanTassel-Baska and Stambaugh 2006).The involvement of families with school-based activi-ties also helps to solidify the home–school partnershipnecessary for the success of high ability learners (Feld-husen 1985; Clark 2008).

Dr. Seuss books have been in circulation longenough that several generations have grown up read-ing them. This shared history offers classroom teachersan opportunity to connect to the familiarity and com-fort level of students and their family members. If anactivity can be developed and implemented, then teach-ers promote a critical link for communication and en-gagement between classrooms and students’ homes. Asteachers foster this communication and engagement,family members believe they are respected contributorsand invested owners in the school curriculum, learningoutcomes, and student success (Souto-Manning and

Swick 2006). Significantly, as parents become more in-volved in schools and student learning, achievementincreases (Reynolds and Clements 2005; Bailey 2004).McCoach et al. (2010) report that, when teachers en-gage parents with learning activities, parents have amore positive perception of the school, and studentachievement is higher. Additionally, the Harvard Fam-ily Research Project (HFRP) concludes that more ac-tive involvement between schools and families leadsto greater communication, respect, and stronger expec-tations for student learning (Weiss, Caspe, and Lopez2006). Therefore, it benefits all stakeholders to investin such intentionally planned kits that promote sharedexperiences between classroom experiences and pur-poseful family engagement.

Oh, the Places You’ll Go!Choosing an Idea for an Activity Kit

There are two traditional contexts in which to usechildren’s literature in the elementary classroom. Thefirst is to promote interest in subject matter throughnonfiction books about scientists and mathematiciansand their work or about science and mathematicsfound in nature and society. A second is to use fictiontrade books to promote an overall interest in learningthrough interdisciplinary experiences. The purpose andeffectiveness of these activity kits, then, lies at the coreof the second context. To this end, teachers shouldcreate kits that accomplish two objectives. One, textsshould be selected that are easily within the readinglevel of students so that they actually read the bookswith their family members. Two, the connecting con-tent lesson should be one that falls within the cur-riculum as defined by the academic standards underwhich they teach. For much of the United States, thisencompasses the emerging National Common CoreStandards (NCCS) (Association Center for Best Prac-tices and Council of Chief State School Officers 2012;National Governors Association Center for Best Prac-tices and Council of Chief State School Officers 2010).

When planning to build such kits, one should con-sider the purpose of the kit and how it will be used. Arethe objectives content-centered, performance-centered,or both? Two sets of notable elementary curriculummaterials promoting integration of content and skilldevelopment in science and mathematics include Ac-tivities to Integrate Mathematics and Science (AIMS)and the Teaching Integrated Mathematics and Science

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Project (TIMS). The AIMS Education Foundation atFresno Pacific University publishes the AIMS materi-als, and the University of Illinois at Chicago LearningScience Research Institute publishes the TIMS materi-als. Both curriculum packages integrate the mathematicprocess standards and the science process skills advo-cated for by professional organizations. Importantly,research shows that students can better learn scienceand mathematics when they incorporate other subjectsand disciplines (National Science Teachers Association[NSTA] 2002), so activity kits should incorporate theminto their design. The process skills defined by theNational Association of Research in Science TeachingResearch Matters publication series (NARST 1990) isan appropriate list to follow. This list was developedfrom the Science—–A Process Approach curriculumproject and is arguably the most cited list acrossresearch literature, professional development literature,and in-service training materials. The skills include

1. Observing—–using the senses to gather informationabout an object or event.

2. Inferring—–making an “educated guess” about an ob-ject or event based on previously gathered data orinformation.

3. Classifying—–grouping or ordering objects or eventsinto categories based on properties or criteria.

4. Measuring—–using both standard and nonstandardmeasures or estimates to describe the dimensions ofan object or event.

5. Predicting—–stating the outcome of a future eventbased on a pattern of evidence (this skill is differ-ent from estimation because of the nature of predic-tions using preexisting data to make the “guess” atthe future outcome).

6. Communicating—–using words or graphic symbols todescribe an action, object, or event.

Also, to integrate math one should utilize the Na-tional Council for Teachers of Mathematics’ ProcessStandards and Content Standards (NCTM 2000). TheProcess Standards are as follows:

1. Problem Solving—–build new mathematical knowl-edge through problem solving; solve problems thatarise in mathematics and in other contexts; applyand adapt a variety of appropriate strategies to solveproblems; and monitor and reflect on the process ofmathematical problem solving.

2. Reasoning and Proof —–recognize reasoning and proofas fundamental aspects of mathematics; make andinvestigate mathematical conjectures; develop andevaluate mathematical arguments and proofs; andselect and use various types of reasoning and meth-ods of proof.

3. Communication—–organize and consolidate theirmathematical thinking through communication;communicate their mathematical thinking coher-ently and clearly to peers, teachers, and others; an-alyze and evaluate the mathematical thinking andstrategies of others; and use the language of mathe-matics to express mathematical ideas precisely.

4. Connections—–recognize and use connections amongmathematical ideas; understand how mathematicalideas interconnect and build on one another to pro-duce a coherent whole; and recognize and applymathematics in contexts outside of mathematics.

5. Representation—–create and use representations toorganize, record, and communicate mathematicalideas; select, apply, and translate among mathemat-ical representations to solve problems; and use rep-resentations to model and interpret physical, social,and mathematical phenomena.

Similar to the AIMS and TIMS materials, intention-ally planned kits provide an ideal opportunity to inte-grate the two subjects and provide the impetus for mak-ing the kits engaging and meaningful for families. Link-ing kits with the NCCS is also possible. For example,the kit in this article addresses several English/LanguageArts and Math NCCS.

Targeted Language Arts NCCS include

• SL.K.1. Participate in collaborative conversationswith diverse partners about kindergarten topics and textswith peers and adults in small and larger groups.◦ Follow agreed-upon rules for discussions (e.g., lis-

tening to others and taking turns speaking aboutthe topics and texts under discussion).

◦ Continue a conversation through multiple ex-changes.

• SL.1.1. Participate in collaborative conversations withdiverse partners about grade 1 topics and texts with peersand adults in small and larger groups.◦ Follow agreed-upon rules for discussions (e.g., lis-

tening to others with care, speaking one at a timeabout the topics and texts under discussion).

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TABLE 1 Lesson Topics for Selected Dr. Seuss Books

Title of Dr. Seuss book Grade level Possible activities

Did I Ever Tell You How Lucky You Are? Primary/Intermediate • Build a Rube Goldberg device• Take device apart• How is science used in the jobs?• Exploring shadows

Horton Hatches an Egg Primary/Intermediate • Egg drop• Egg strength• Scavenger hunt for hybrid animals

Wocket in Pocket Primary/Intermediate • Form/function in adaptations

Yertle the Turtle Primary/Intermediate • Building towers

Cat and Hat Comes Back Intermediate • Best way to clean• Best cleaning solution experiment

The Lorax Intermediate • Pulleys• Sound moving through string• Tree conservation• How society uses trees

McEllington’s Pool Intermediate • Exploring groundwater• Explore river flow on map for area• Animal classification activity

Bartholemew and the Oobleck Intermediate • Creating oobleck (polymers)

If I Ran the Circus Intermediate • Circus physics activities• Recreate circus characters• Animal classification activity

◦ Build on others’ talk in conversations by respond-ing to the comments of others through multipleexchanges.

◦ Ask questions to clear up any confusion about thetopics and texts under discussion.

Targeted Math NCCS include

• K.MD.1 Describe measurable attributes of objects,such as length or weight. Describe several measurableattributes of a single object.

• K.MD.2 Directly compare two objects with a mea-surable attribute in common, to see which object has“more of”/“less of” the attribute, and describe the dif-ference. (For example, directly compare the heights oftwo children and describe one child as taller/shorter.)

• 1.MD.1 Order three objects by length; compare thelengths of two objects indirectly by using a third ob-ject.

• 2.MD.1 Measure the length of an object by selectingand using appropriate tools such as rulers, yardsticks,meter sticks, and measuring tapes.

• 2.MD.2 Measure the length of an object twice, usinglength units of different lengths for the two measure-ments.

• 2.MD.3 Estimate lengths using units of inches, feet,centimeters, and meters.

• 2.MD.4 Measure to determine how much longer oneobject is than another, expressing the length differ-ence in terms of a standard length unit.

• 3.MD.6 Measure areas by counting unit squares(square centimeters, square meters, square inches,square feet, and improvised units).

Although NCCS do not encompass science, Table 1highlights several Dr. Seuss books and how they can beused with students in various activities.

Building a Dr. Seuss Scienceand Mathematics Activity Kit

This article describes how we constructed an activitykit that integrates Dr. Seuss’s The Foot Book and scienceand mathematics to promote family engagement andstudent learning in the classroom. The activity kit canbe completed as a stand-alone experience for one ormore students who will benefit from enrichment workbecause of their interest in science and mathematics;it can be used as a remediation exercise, or it can beas an extension of regular classroom lessons. The idea

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can also be adapted for all students, if enough mate-rials are available, or sequenced appropriately amongstudents.

When creating the kits, several important aspectsshould not be overlooked. The activity kit needs to beeasily transportable, and we suggest using XL Ziplocbags or small pizza boxes to house the activity kits sothat they will store easily in a classroom and are manage-able when walking home or riding the school bus home.Of course, other types of containers are options if theybetter suit your needs. Care should be taken not to send

liquids, breakables, or dangerous objects home withstudents. Also, expect that some items will most likelybreak or be misplaced, so we suggest using inexpensive,reusable items. Finally, instructions must be very clearso that adults know that they are not teaching the ac-tivity kit to their children but are partners with theirchildren in learning the activity kit’s material and inthe learning process. Following the process of inquiry,activities will be designed so that family members don’tknow the outcome, since they are all seeking to find anunknown answer to an investigative question together.

FIGURE 1 Letter home with discovery entries to families (color figure available online).

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Introducing the Activity Kit to Families

One purpose of the activity kit is for families towork through an activity together to uncover their re-sults rather than have “something taught to the studentsby the adults.” Provide a brief letter to families aboutthe nature of the activity and their role in it. The lettershould have an entry for all family members to writesomething they discovered after reading the book andcompleting the activity. The word “discovered” is abetter option than “learned” because the latter impliessomething being taught in the more traditional sense.When members record something they discover, they

are more apt to look for patterns in their results or de-veloped through their thinking. This will support com-munication about the activity between children andadults. Students return this letter with the materials andshare with the teacher what was discovered. If there arespecific answers as part of the outcome, then this isthe time that they should be shared with students. Thissetup further helps create an activity kit that is inquiry innature. If answers are needed at home as part of the ac-tivity, then they should be placed into an envelope andclearly marked ANSWERS, with directions not to openthem until told to do so in the directions. Ideally, the

FIGURE 2 Worksheet for The Foot Book activity, Part 1 (color figure available online).

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students will verbalize and demonstrate their discov-eries to their families and teachers as the data/activityand data/materials are discussed in the home and thenbrought back to the teacher in the classroom. After thisfeedback at school, students can serve as the conduit ofinformation back into their homes. Figure 1 displays asample introduction letter that can be sent home withan activity kit.

An Example Activity Kit:The Foot Book

This activity asks families to read The Foot Book to-gether and then complete several activities. Activitiesare presented in a tiered fashion, beginning with sim-ple counting and then presenting increasingly complex

mathematical processes and problem solving. The ac-tivity kit’s materials include Dr. Seuss’s The Foot Book,worksheets, a measuring tape, blank paper, graph paper,masking tape (for securing the lid of the pizza box, ifused as a container, during transport), and a relativelyinexpensive digital camera.

After students read the book to their family mem-bers, the student and family members count feet in thebook and feet in the home. Family members are thendirected to predict and measure the length of their rightfeet using the measuring tape. Doing so will help ev-erybody acclimate to reading the measuring tape andprovide them practice in measuring in one dimension.The right foot was selected intentionally as a way forlearners to practice the scientific concept of controllinga variable.

FIGURE 3 Worksheet for The Foot Book activity, Part 2 (color figure available online).

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The second step builds on the one-dimensional mea-surement and challenges family members to determinethe areas of their right feet. To determine the area ofan irregularly shaped object, each family member traceshis or her foot on 1 cm × 1 cm graph paper, shadesin the foot, and then counts the number of shadedsquares. (Note: The teacher can show the student thisprocedure at school and have him or her practice usinga hand, leaf, or other irregularly shaped object. Stu-dents can lead other family members through this stepto further ensure they are leading the discovering athome.) Family members then record and graph the

data on the included worksheet. An example of theworksheet is shown in Figures 2 and 3. Last, everyonecompletes the entry about something discovered (referto Figure 1) in the identified space on the introductionletter.

When the student returns the activity kit, the teachershould discuss the activity with the student. Such dis-cussions might include sharing photographs of the fam-ily members measuring their right feet or graphs of thedata collected that could all be added to a bulletin boarddesignated for Dr. Seuss activities (refer to Figures 4, 5,and 6).

FIGURE 4 Documentation of The Foot Book activity completed with families, Part 1.

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If all students, instead of only interested, individualstudents, complete the activity kit, then the class, asa whole, could create a chart to compare predictionsamong different families. It would be interesting to dis-cover which predicted length was the most frequentor the least common. To conclude this activity kit,the student(s) could make a classroom hallway posteror book containing graphs, photographs, predictions,area charts, and the entries about what was discovered.This poster or book would be a valuable contribution,documenting the learning activities, and can be revis-ited throughout the year. While the camera and pic-ture taking are optional, they do help promote learningamong the students because students view themselves,

their peers, and the families in the process of beingactively engaged in the learning process.

CONCLUSIONDr. Seuss’s books can be used to encourage fami-

lies to connect science and literature in developmen-tally appropriate activity kits, which, most importantly,involve families in their children’s education. Creat-ing activity kits for student use at home with familymembers provides interesting and engaging activitiesfor the whole family. Such activities strengthen thehome–school connection, assist students in attaining

FIGURE 5 Documentation of The Foot Book activity completed with families, Part 2.

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FIGURE 6 Documentation of activity completed with families,Part 3.

important skills in literacy, science, and mathematics,and make family members partners in the learning pro-cess. Whether the teacher chooses to use these activitiesfor individual or whole-class use, students reap multiplebenefits.

A teacher can utilize the Dr. Seuss kits in multipledifferent capacities, dependent upon his or her indi-vidual classroom needs and the needs of the student’sfamilies. The kits are relatively inexpensive to create andreusable, but they provide an important link betweenfamilies and schools. For as we all know, a science lessoncan be dull and it can be uninviting, but with Dr. Seuss,one is guaranteed to make it full and super exciting.

RESOURCESA to Z Teacher Stuff. 2013. Dr. Seuss unit ac-

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Random House. 2012. Dr. Seuss. http://www.randomhousekids.com/brand/dr-seuss/.

Scholastic. 2013. Lesson plans. http://www.scholastic.com/teachers/lesson-plans/free-lesson-plans/search?query=dr.+seuss.

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Bailey, L. B. 2006. Interactive homework: A tool for fosteringparent–child interactions and improving learning outcomes for at-risk young children. Early Childhood Education Journal 34: 155–167.

Bailey, L. B., S. B. Silvern, E. Brabham, and M. Ross. 2004. The effectsof interactive reading homework and parent involvement on chil-dren’s inference responses. Early Childhood Education Journal 32:173–178.

Barton, P., R. Coley, and Educational Testing Services. 2007. Thefamily: America’s smallest school. http://www.ets.org/Media/Education Topics/pdf/5678 PERCReport School.pdf (accessed De-cember 2011).

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Feldhusen, J., ed. 1985. Toward excellence in gifted education. Denver:Love Publishing Company.

Froschauer, L. 2012. Don’t forget families. Science and Children 49(6): 6.McCoach, B., J. Goldstein, P. Behuniak, S. M. Reis, A. Black, E. Sullivan,

and K. Rambo. 2010. Examining the unexpected: Outlier analy-ses of factors affecting student achievement. Journal of AdvancedAcademics 21: 426–468.

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National Council of Teachers of Mathematics (NCTM). 2000. Principlesand standards for school mathematics. Reston, VA: NCTM.

National Governors Association Center for Best Practices and Council ofChief State School Officers. 2010. Common core state standards.Washington, DC: National Governors Association.

National Science Teachers Association. 2002. Elementary schoolscience (Position statement). http://www.nsta.org/about/positions/elementary.aspx (accessed December 19, 2010).

Reynolds, A. J., and M. Clements. 2005. Parental involvement and chil-dren’s school success. In School–Family partnerships for children’ssuccess, ed. Evanthia Patrikakouet, 109–27. New York: TeachersCollege Press.

Souto-Manning, M., and K. Swick. 2006. Teachers’ beliefs about par-ent and family involvement: Rethinking our family involvementparadigm. Early Childhood Education Journal 34: 187–193.

VanTassel-Baska, J., and T. Stambaugh. 2006. Comprehensive curriculumfor gifted learners. 3rd ed. Boston: Allyn and Bacon.

Weiss, H., M. Caspe, and E. Lopez. 2006. Family involvement in earlychildhood education. Family involvement makes a difference: Ev-idence that family involvement promotes school success for ev-ery child of every age. Harvard Family Research Project (HFRP) 1:1–8.

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